| 1 |
The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 139-153 (2022)
|
|
Abstract:
This study investigated the productive vocabulary of EFL learners divided into two groups: multimodal (preference for two or three perceptual learning styles) and unimodal (preference for one perceptual learning style). The objectives of this research were twofold: (1) to identify the productive vocabulary of multimodal and unimodal EFL learners; and (2) to ascertain whether there were statistically significant differences between productive vocabulary and the preferences for learning (multimodality or unimodality). The sample consisted of 60 Spanish EFL learners (24 multimodal and 36 unimodal) in the 12th grade. The data collection instruments were the Learning Style Survey (Cohen et al., 2009) to divide the informants into multimodal and unimodal learners, and the 2,000-word version of the Productive Vocabulary Levels Test (Laufer & Nation, 1995, 1999) to measure their productive vocabulary. Then, data were coded and subjected to quantitative analyses. The findings indicated that multimodal learners had more productive vocabulary (1,186 words) than their unimodal peers (948 words). However, there were not statistically significant differences between multimodal and unimodal learners in their productive vocabulary. However, both the effect size and the strength of association were large. Therefore, the results suggested that EFL learners employed different sensory modalities to learn vocabulary. ; Este estudio investigó el vocabulario productivo de aprendices de inglés como lengua extranjera multimodales y unimodales, de acuerdo a sus estilos de aprendizaje. Los objetivos fueron: (1) identificar el vocabulario productivo de los estudiantes multimodales y unimodales; (2) determinar si se encontraron diferencias estadísticamente significativas entre el vocabulario productivo y las preferencias en el aprendizaje (multimodalidad o unimodalidad). La muestra la formaron 24 alumnos multimodales y 46 unimodales, aprendices de inglés como lengua extranjera de 2º de Bachillerato. Los instrumentos utilizados fueron el Learning Style Survey (Cohen et al., 2009), para dividir a los alumnos en multimodales y unimodales, y el Productive Vocabulary Levels Test (Laufer & Nation, 1995, 1999) para medir el vocabulario productivo. A continuación, los datos fueron codificados y sometidos a análisis cuantitativos. Los resultados indicaron que los alumnos multimodales presentaron un mayor vocabulario productivo (1.186 palabras) que los unimodales (948 palabras). La prueba de Wilcoxon mostró que no había diferencias estadísticamente significativas en el vocabulario productivo de los alumnos multimodales y unimodales. Sin embargo, el tamaño del efecto y la fuerza de asociación fueron grandes. Estos resultados sugieren que los aprendices de inglés como lengua extranjera utilizan diferentes modalidades sensoriales para aprender vocabulario.
|
|
Keyword:
English as a Foreign Language; estilos de aprendizaje de percepción; inglés como lengua extranjera; multimodalidad; Multimodality; Perceptual learning style preferences; Productive vocabulary; unimodalidad; Unimodality; vocabulario productivo
|
|
URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8393669
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Social isolation and vocabulary development: Insights from 8-18-month-old infants from families with varying socioeconomic backgrounds (United Kingdom) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Exploring the evolution in oral fluency and productive vocabulary knowledge during a stay abroad
|
|
|
|
In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 101–114 ; 2399-9101 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Gestos y palabras antes de los 2 años: efecto de la edad y el género ; Gestures and words before 2 years: effect of age and gender
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Receptive and productive vocabulary acquisition: effectiveness of three types of tasks. Results from French students of Spanish as second language
|
|
|
|
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 51, 2021, pags. 36-56 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Concurrent Group-Dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 119-137 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The effectiveness of learning a foreign language via a distance learning tool: Τesting the Duolingo application ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
The Correlation between Translation Equivalence, as a Vocabulary Learning Strategy, and Tunisian EFL Learners’ Speaking Anxiety
|
|
|
|
In: Languages ; Volume 4 ; Issue 1 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
To What Extent Do L1 Speakers and L2 Learners Have Productive Derivational Knowledge
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2019)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Vocabulary Use in Academic-Track High-School English Literature Diploma Exam Essay Writing and its Relationship to Academic Achievement ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The Relationship between Receptive and Productive Vocabulary Size in an English as a Foreign Language Context
|
|
Wang, Xuan. - : The University of Sydney, 2017. : Faculty of Arts and Social Sciences, 2017
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The Relationship between Receptive and Productive Affix Knowledge and Vocabulary Size in an EFL Context
|
|
Sukying, Apisak. - : The University of Sydney, 2017. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2017
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Measuring Productive Depth of Vocabulary Knowledge of the Most Frequent Words
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2017)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
L’enseignement centré sur la forme et l’apprentissage du vocabulaire en français langue seconde
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Effects of Receptive and Productive Learning Tasks on EFL Learners’ Knowledge of Collocation and Meaning
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 59-73 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Are we preparing secondary students for a productive use of vocabulary in English as their second language?
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 28, 2017, pags. 141-155 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Η επίδραση της μουσικής στις αφηγηματικές δεξιότητες παιδιών πρώτης σχολικής ηλικίας ... : The effects of music on the narrative skills of children in early elementary education ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Dora the Explorer: A TV character or a preschoolers’ foreign language teacher? ...
|
|
Kokla, Natasa. - : Selected papers on theoretical and applied linguistics, 2016
|
|
BASE
|
|
Show details
|
|
|
|
|
